Araştırma Makalesi
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Dijital Oyun Tabanlı Sesbilgisel Farkındalık Eğitim Programının 60-72 Aylık Çocukların Ses Bilgisel Farkındalık Becerilerine Etkisi

Yıl 2023, Cilt: 24 Sayı: 1, 268 - 290, 13.05.2023
https://doi.org/10.17679/inuefd.1215600

Öz

Bu araştırmanın amacı, Dijital Tabanlı Ses bilgisel Farkındalık Eğitim Programı’nın 60-72 aylık çocukların ses bilgisel farkındalık becerilerine etkisini incelemektedir. Araştırmanın çalışma grubu Afyonkarahisar il merkezinde ilkokula bağlı anasınıfında eğitim alan 60-72 aylık okul öncesi eğitim alan çocuklardan oluşmaktadır ve çalışma grubunda 17, kontrol grubun 17 olmak üzere toplam 34 çocuk bulunmaktadır. Araştırmada, ön test, son test, kalıcılık testi ve kontrol gruplu yarı deneysel desen kullanılmıştır. Araştırmada çalışma grubuna 12 haftalık Dijital Tabanlı Ses bilgisel Farkındalık Eğitim Programı uygulanmış, kontrol grubuna herhangi bir eğitim verilmemiştir. Araştırma sonucuna göre; ön test-son test karşılaştırmalarında çalışma grubunun ses bilgisel farkındalık becerilerinde gelişme gösterdiği ve son test puanlarına bakıldığında kontrol grubuna göre yüksek puan aldığı tespit edilmiştir. Son test ve kalıcılık testi bulgularının karşılaştırılmasında ise anlamlı farklık olmadığı sonucuna ulaşılmıştır.

Kaynakça

  • Akbay, T. (2021). Deneysel araştırmalar. Eğitimde Araştırma Yöntemleri, S. Şen ve İ. Yıldırım (Ed.), (2. Baskı), Nobel Akademik Yayıncılık: Ankara.
  • Amorim, A. N. G. F. (2018). The use of digital games by kindergarten students to enhance early literacy skills. Doctoral dissertation, Johns Hopkins University.
  • Anthony, J.L., Lonigan, C.J., Driscoll, K., Phillips, B.M., Burgess, S.R. (2003). Phonological sensitivity: A quasi-parallel progression of word structure units and cognitive operations. Reading Research Quarterly, 38, 470–487.
  • Arnold, D. H., Chary, M., Gair, S. L., Helm, A. F., Herman, R., Kang, S., Lokhandwala, S. (2021). A randomized controlled trial of an educational app to improve preschoolers’ emergent literacy skills. Journal of Children and Media, 15(4), 457-475.
  • Büyüköztürk, S. (2013). Sosyal bilimler için veri analizi el kitabı (18. Baskı). Ankara: Pegem Akademi Yayıncılık.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2014). Bilimsel araştırma yöntemleri (Geliştirilmiş 16. Baskı). Ankara: Pegem Akademi.
  • Christie, J. F., Enz, B., Vukelich, C. (2011). Teaching language and literacy: Preschool through the elementary grades. New York: Longman.
  • Da Silva, G. C., Rodrigues, R. L., Amorim, A. N., Mello, R. F., Neto, J. R. O. (2022). Game learning analytics can unpack Escribo play effects in preschool early reading and writing. Computers and Education Open, 3, 100066.
  • De Freitas, S. I. (2006). Using games and simulations for supporting learning. Learning, Media and Technology, 31(4), 343–58.
  • Demirel, Ö. (2012). Kuramdan uygulamaya eğitimde program geliştirme (15. Baskı). Ankara: Pegem Akademi Yayıncılık.
  • Dempsey, J. V., Haynes, L. L., Lucassen, B. A. Casey, M. S. (2002). Forty simple computer games and what they could mean to educators. Simulation Gaming, 33(2), 157–68.
  • Ehlenz, M., Leonhardt, T., Schroeder, U. (2018). A learning analytics approach in web-based multi-user learning games. In Open Conference on Computers in Education (pp. 167-171). Springer, Cham.
  • Ehri, L. C., Nunes, S. R. (2006). The role of phonemic awareness in learning to read. In A. E. Farstrup S. J. Samuels (Ed.), What research has to say about reading instruction (pp. 110–139).
  • Elimelech, A., Aram, D. (2020). Using a digital spelling game for promoting alphabetic knowledge of preschoolers: The contribution of auditory and visual supports. Reading Research Quarterly, 55(2), 235-250.
  • Flewitt, R., Messer, D., Kucirkova, N. (2015). New directions for early literacy in a digital age: The iPad. Journal of Early Childhood Literacy, 15(3), 289-310.
  • Goswami, U., Bryant, P. E. (1990). Phonological skills and learning to read. Hove, East Sussex: Psychology Press Harden, R. M. (1999). What is a spiral curriculum?. Medical Teacher, 21(2), 141-143.
  • Holvikivi, J., Juurola, L., Nuorteva, M. (2018). Collaboration platform for public and private actors in educational games development (pp. 141-150). Passey, D., Bottino, R., Lewin, C. ve Sanchez E. (Eds.), In Open Conference on Computers in Education. Springer, Cham.
  • Hwang, G. J., Sung, H. Y., Hung, C. M., Yang, L. H., Huang, I. (2012). A knowledge engineering approach to developing educational computer games for improving students' differentiating knowledge. British Journal of Educational Technology, 44(2), 183-196.
  • Johnson, K. L., ve Roseman, B. A. (2003). The source for phonological awareness. East Moline, IL: Linguisystems, Inc.
  • Jourden, M. (2015). Helping preschoolers use technology throughout the daily routine. Exchange Focus, 28(1), 12-15.
  • Justice, L. M. (2004). Creating language-rich preschool classroom environments. Teaching Exceptional Children, 37(2), 36-44.
  • Justice, L. M., Pullen, P. C. (2003). Promising interventions for promoting emergent literacy skills: Three evidence-based approaches. Topics in early childhood special education, 23(3), 99-113.
  • Karaman, G., Aytar, A. G. (2016). Erken okuryazarlık becerilerini değerlendirme aracı’nın (EOBDA) geliştirilmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 12(2), 516-541.
  • Kargın, T., Ergül, C., Büyüköztürk, Ş., Güldenoğlu, B. (2015). Anasınıfı çocuklarına yönelik Erken Okuryazarlık Testi (EROT) geliştirme çalışması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 16(3), 237-268.
  • Kartal, G., Terziyan, T. (2016). Development and evaluation of game-like phonological awareness software for kindergarteners: JerenAli. Journal of Educational Computing Research, 53(4), 519-539.
  • Kervin, L. (2016). Powerful and playful literacy learning with digital technologies. Australian Journal of Language and Literacy, 39 (1), 64-73.
  • Lee, Y. Y. (2010). Computer technology in Taiwan kindergartens (pp. 20-48). Blake, S., ve Izumi-Taylor, S. (Eds.), In Technology for Early Childhood Education and Socialization: developmental applications and methodologies. IGI Global.
  • Liaw, S. S., Huang, H. M. (2011). Exploring learners’ acceptance toward mobile learning. In Technology acceptance in education (pp. 145-157). Brill Sense.
  • Lopes, J. B., Costa, C. (2018). Digital resources in science, mathematics and technology teaching–how to convert them into tools to learn (pp. 243-255). Tsitouridou M., A. ve Diniz J., Mikropoulos T. (Eds.), Technology and Innovation in Learning, Teaching and Education. TECH-EDU 2018. Communications in Computer and Information Science, 993. Springer.
  • Marques de Souza, J. G., Weissheimer, J., Buchweitz, A. (2022). Well played! Promoting phonemic awareness training using edtech—graphogame brazil—during the covıd-19 pandemic. Brain Sciences, 12(11), 1494.
  • McMurtry, Z., Burkett, C. (2010). Technology and its role in teacher education (pp. 94-113). Blake, S., ve Izumi-Taylor, S. (Eds.), In Technology for Early Childhood Education and Socialization: developmental applications and methodologies. IGI Global.
  • Morais C., Paiva J.C., Moreira L. (2018) Learning effects of different digital-based approaches in chemistry: a quasi-experimental assessment. In: Tsitouridou M., A. Diniz J., Mikropoulos T. (Eds.), Technology and Innovation in Learning, Teaching and Education. TECH-EDU 2018. Communications in Computer and Information Science, vol 993. Springer, Cham. https://doi.org/10.1007/978-3-030-20954-4_20
  • Morrison, T. G., Wilcox, B. G. (2012). Developing literacy: Reading and writing to, with, and by children. Pearson Higher Ed. Nemtchinova, E. (2007). Using technology with young English language learners (179-198). Gordon, T. (Ed.), Teaching young children a second language. Greenwood Publishing Group.
  • Nikolopoulou, K. (2018). Mobile technologies and early childhood education. In M. Tsitouridou, J.A. Diniz, T.A. Mikropoulos, S. Hadjileontiadou (Eds.), Proceedings of the 1st International Conference on Technology and Innovation in Learning, Teaching and Education—TECH-EDU 2018, Aristotle University of Thessaloniki, Greece. Berlin: Springer
  • Paul, R. (2007). Language disorders from infancy through adolescence: Assessment intervention (3rd ed.). St. Louis: Mosby, Inc.
  • Prensky, M. (2001). Digital game-based learning. New York: McGraw Hill
  • Resnick, L. B., Lesgold, A., Hall, M. W. (2005). Technology and the new culture of learning: tools for education professionals. Lawrence Erlbaum Associates Publishers.
  • Sá M., Sa-Couto P., y Lousada M. (2022) Phonological awareness digital program: a randomized controlled study. Revista de Investigación en Logopedia 12(1), e77402. https://dx.doi.org/10.5209/rlog.77402
  • Scaife, M., Rogers. (2005). External cognition, innovative technologies and effective learning. P. Gardenfors, P. Johansson (Eds.), Cognition, education and communication technology. Routledge
  • Schulze, M. (2017). Complexity approaches to computer-assisted language learning (pp. 301–312). In S. Thorne S. May (Eds.), Language, education, and technology. Berlin: Springer.
  • Sönmez, V. (2007). Program geliştirmede öğretmen el kitabı (13. baskı). Ankara: Anı Yayıncılık, 359-360.
  • Sylla, C., Pereira, I. S. P., Coutinho, C. P., Branco, P. (2015). Digital manipulatives as scaffolds for preschoolers’ language development. IEEE Transactions on Emerging Topics in Computing, 4(3), 439-449. Taghizadeh, M., Vaezi, S., Ravan, M. (2017). Digital games, songs and flashcards and their effects on vocabulary knowledge of ıranian preschoolers. Studies, 5(4), 156-171.
  • Tecen, B. (2018). Okul öncesi dönem ses eğitiminde dijital oyun temelli destekleyici aktivitelerin çocukların sesli harfleri öğrenmelerine etkisi. Yayınlanmamış Yüksek Lisans Tezi. Bahçeşehir Üniversitesi. Thajakan, N., Sucaromana, U. (2014). Enhancing english phonemic awareness of thai grade one students through multimedia computer-assisted language learning. Theory Practice in Language Studies, 4(11). 2294-2300.
  • Turan, F. (2014). Fonolojik farkındalık becerileri, Z. F. Temel (Ed.), Dil ve Erken Okuryazarlık, Hedef Yayıncılık. Vanbecelaere, S., Van den Berghe, K., Cornillie, F., Sasanguie, D., Reynvoet, B., Depaepe, F. (2020). The effects of two digital educational games on cognitive and non-cognitive math and reading outcomes. Computers Education, 143, 103650.
  • Vegliante, R., Marzano, A., Miranda, S., Montefusco, C. (2022). How to promote learnıng readıng through phono-syllabıc exercıses: the ımplementatıon of a dıstance learnıng program. In EDULEARN22 Proceedings (pp. 1765-1771). IATED. Whitehead, M. R. (2007). Developing language and literacy with young children. Paul Chapman Educational Publishing.
  • Wiske, M. S. (2006). Teaching for meaningful learning with new Technologies (26-44). Ashburn, E. A., ve Floden, R. E. (Eds.), Meaningful learning using technology: What educators need to know and do. Teachers College Press.
  • Yalçıntaş Sezgin, E., Ulus, L. Aksoy, B. A. (2019) Okul öncesi eğitim öğretmenlerinin erken okur yazarlıkla ilgili sınıf içi uygulamalarının incelenmesi, Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 19(3), 1128-1146.
  • Yazıcı, E. (2017). Erken okuryazarlık ve bilgi, iletişim teknolojileri. Dil ve Erken Okuryazarlık, (Ed.) Z. F. Temel. Hedef Yayıncılık.
  • Yelland, N. (2011). Reconceptualising play and learning in the lives of young children. Australasian Journal of Early Childhood 36 (2): 4–12.
  • Yound, W. E. M. (2013). Nurturing early learners a curriculum for kindergartens in singapore 5 Volume. Singapore: Ministry of Education Republic of Singapore.
  • Zaranis, N., Alexandraki, F. (2018). Comparing the Effectiveness of Using Tablet Computer for Teaching Division to Kindergarten Students (pp. 280-295). Tsitouridou M., A. ve Diniz J., Mikropoulos T. (Eds.). Technology and Innovation in Learning, Teaching and Education. TECH-EDU 2018. Communications in Computer and Information Science, 993. Springer.
  • Zinger, D., Tate, T., Warschauer, M. (2017). Learning and teaching with technology: Technological pedagogy and teacher practice. The SAGE handbook of research on teacher education, 1, 2
Yıl 2023, Cilt: 24 Sayı: 1, 268 - 290, 13.05.2023
https://doi.org/10.17679/inuefd.1215600

Öz

Kaynakça

  • Akbay, T. (2021). Deneysel araştırmalar. Eğitimde Araştırma Yöntemleri, S. Şen ve İ. Yıldırım (Ed.), (2. Baskı), Nobel Akademik Yayıncılık: Ankara.
  • Amorim, A. N. G. F. (2018). The use of digital games by kindergarten students to enhance early literacy skills. Doctoral dissertation, Johns Hopkins University.
  • Anthony, J.L., Lonigan, C.J., Driscoll, K., Phillips, B.M., Burgess, S.R. (2003). Phonological sensitivity: A quasi-parallel progression of word structure units and cognitive operations. Reading Research Quarterly, 38, 470–487.
  • Arnold, D. H., Chary, M., Gair, S. L., Helm, A. F., Herman, R., Kang, S., Lokhandwala, S. (2021). A randomized controlled trial of an educational app to improve preschoolers’ emergent literacy skills. Journal of Children and Media, 15(4), 457-475.
  • Büyüköztürk, S. (2013). Sosyal bilimler için veri analizi el kitabı (18. Baskı). Ankara: Pegem Akademi Yayıncılık.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2014). Bilimsel araştırma yöntemleri (Geliştirilmiş 16. Baskı). Ankara: Pegem Akademi.
  • Christie, J. F., Enz, B., Vukelich, C. (2011). Teaching language and literacy: Preschool through the elementary grades. New York: Longman.
  • Da Silva, G. C., Rodrigues, R. L., Amorim, A. N., Mello, R. F., Neto, J. R. O. (2022). Game learning analytics can unpack Escribo play effects in preschool early reading and writing. Computers and Education Open, 3, 100066.
  • De Freitas, S. I. (2006). Using games and simulations for supporting learning. Learning, Media and Technology, 31(4), 343–58.
  • Demirel, Ö. (2012). Kuramdan uygulamaya eğitimde program geliştirme (15. Baskı). Ankara: Pegem Akademi Yayıncılık.
  • Dempsey, J. V., Haynes, L. L., Lucassen, B. A. Casey, M. S. (2002). Forty simple computer games and what they could mean to educators. Simulation Gaming, 33(2), 157–68.
  • Ehlenz, M., Leonhardt, T., Schroeder, U. (2018). A learning analytics approach in web-based multi-user learning games. In Open Conference on Computers in Education (pp. 167-171). Springer, Cham.
  • Ehri, L. C., Nunes, S. R. (2006). The role of phonemic awareness in learning to read. In A. E. Farstrup S. J. Samuels (Ed.), What research has to say about reading instruction (pp. 110–139).
  • Elimelech, A., Aram, D. (2020). Using a digital spelling game for promoting alphabetic knowledge of preschoolers: The contribution of auditory and visual supports. Reading Research Quarterly, 55(2), 235-250.
  • Flewitt, R., Messer, D., Kucirkova, N. (2015). New directions for early literacy in a digital age: The iPad. Journal of Early Childhood Literacy, 15(3), 289-310.
  • Goswami, U., Bryant, P. E. (1990). Phonological skills and learning to read. Hove, East Sussex: Psychology Press Harden, R. M. (1999). What is a spiral curriculum?. Medical Teacher, 21(2), 141-143.
  • Holvikivi, J., Juurola, L., Nuorteva, M. (2018). Collaboration platform for public and private actors in educational games development (pp. 141-150). Passey, D., Bottino, R., Lewin, C. ve Sanchez E. (Eds.), In Open Conference on Computers in Education. Springer, Cham.
  • Hwang, G. J., Sung, H. Y., Hung, C. M., Yang, L. H., Huang, I. (2012). A knowledge engineering approach to developing educational computer games for improving students' differentiating knowledge. British Journal of Educational Technology, 44(2), 183-196.
  • Johnson, K. L., ve Roseman, B. A. (2003). The source for phonological awareness. East Moline, IL: Linguisystems, Inc.
  • Jourden, M. (2015). Helping preschoolers use technology throughout the daily routine. Exchange Focus, 28(1), 12-15.
  • Justice, L. M. (2004). Creating language-rich preschool classroom environments. Teaching Exceptional Children, 37(2), 36-44.
  • Justice, L. M., Pullen, P. C. (2003). Promising interventions for promoting emergent literacy skills: Three evidence-based approaches. Topics in early childhood special education, 23(3), 99-113.
  • Karaman, G., Aytar, A. G. (2016). Erken okuryazarlık becerilerini değerlendirme aracı’nın (EOBDA) geliştirilmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 12(2), 516-541.
  • Kargın, T., Ergül, C., Büyüköztürk, Ş., Güldenoğlu, B. (2015). Anasınıfı çocuklarına yönelik Erken Okuryazarlık Testi (EROT) geliştirme çalışması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 16(3), 237-268.
  • Kartal, G., Terziyan, T. (2016). Development and evaluation of game-like phonological awareness software for kindergarteners: JerenAli. Journal of Educational Computing Research, 53(4), 519-539.
  • Kervin, L. (2016). Powerful and playful literacy learning with digital technologies. Australian Journal of Language and Literacy, 39 (1), 64-73.
  • Lee, Y. Y. (2010). Computer technology in Taiwan kindergartens (pp. 20-48). Blake, S., ve Izumi-Taylor, S. (Eds.), In Technology for Early Childhood Education and Socialization: developmental applications and methodologies. IGI Global.
  • Liaw, S. S., Huang, H. M. (2011). Exploring learners’ acceptance toward mobile learning. In Technology acceptance in education (pp. 145-157). Brill Sense.
  • Lopes, J. B., Costa, C. (2018). Digital resources in science, mathematics and technology teaching–how to convert them into tools to learn (pp. 243-255). Tsitouridou M., A. ve Diniz J., Mikropoulos T. (Eds.), Technology and Innovation in Learning, Teaching and Education. TECH-EDU 2018. Communications in Computer and Information Science, 993. Springer.
  • Marques de Souza, J. G., Weissheimer, J., Buchweitz, A. (2022). Well played! Promoting phonemic awareness training using edtech—graphogame brazil—during the covıd-19 pandemic. Brain Sciences, 12(11), 1494.
  • McMurtry, Z., Burkett, C. (2010). Technology and its role in teacher education (pp. 94-113). Blake, S., ve Izumi-Taylor, S. (Eds.), In Technology for Early Childhood Education and Socialization: developmental applications and methodologies. IGI Global.
  • Morais C., Paiva J.C., Moreira L. (2018) Learning effects of different digital-based approaches in chemistry: a quasi-experimental assessment. In: Tsitouridou M., A. Diniz J., Mikropoulos T. (Eds.), Technology and Innovation in Learning, Teaching and Education. TECH-EDU 2018. Communications in Computer and Information Science, vol 993. Springer, Cham. https://doi.org/10.1007/978-3-030-20954-4_20
  • Morrison, T. G., Wilcox, B. G. (2012). Developing literacy: Reading and writing to, with, and by children. Pearson Higher Ed. Nemtchinova, E. (2007). Using technology with young English language learners (179-198). Gordon, T. (Ed.), Teaching young children a second language. Greenwood Publishing Group.
  • Nikolopoulou, K. (2018). Mobile technologies and early childhood education. In M. Tsitouridou, J.A. Diniz, T.A. Mikropoulos, S. Hadjileontiadou (Eds.), Proceedings of the 1st International Conference on Technology and Innovation in Learning, Teaching and Education—TECH-EDU 2018, Aristotle University of Thessaloniki, Greece. Berlin: Springer
  • Paul, R. (2007). Language disorders from infancy through adolescence: Assessment intervention (3rd ed.). St. Louis: Mosby, Inc.
  • Prensky, M. (2001). Digital game-based learning. New York: McGraw Hill
  • Resnick, L. B., Lesgold, A., Hall, M. W. (2005). Technology and the new culture of learning: tools for education professionals. Lawrence Erlbaum Associates Publishers.
  • Sá M., Sa-Couto P., y Lousada M. (2022) Phonological awareness digital program: a randomized controlled study. Revista de Investigación en Logopedia 12(1), e77402. https://dx.doi.org/10.5209/rlog.77402
  • Scaife, M., Rogers. (2005). External cognition, innovative technologies and effective learning. P. Gardenfors, P. Johansson (Eds.), Cognition, education and communication technology. Routledge
  • Schulze, M. (2017). Complexity approaches to computer-assisted language learning (pp. 301–312). In S. Thorne S. May (Eds.), Language, education, and technology. Berlin: Springer.
  • Sönmez, V. (2007). Program geliştirmede öğretmen el kitabı (13. baskı). Ankara: Anı Yayıncılık, 359-360.
  • Sylla, C., Pereira, I. S. P., Coutinho, C. P., Branco, P. (2015). Digital manipulatives as scaffolds for preschoolers’ language development. IEEE Transactions on Emerging Topics in Computing, 4(3), 439-449. Taghizadeh, M., Vaezi, S., Ravan, M. (2017). Digital games, songs and flashcards and their effects on vocabulary knowledge of ıranian preschoolers. Studies, 5(4), 156-171.
  • Tecen, B. (2018). Okul öncesi dönem ses eğitiminde dijital oyun temelli destekleyici aktivitelerin çocukların sesli harfleri öğrenmelerine etkisi. Yayınlanmamış Yüksek Lisans Tezi. Bahçeşehir Üniversitesi. Thajakan, N., Sucaromana, U. (2014). Enhancing english phonemic awareness of thai grade one students through multimedia computer-assisted language learning. Theory Practice in Language Studies, 4(11). 2294-2300.
  • Turan, F. (2014). Fonolojik farkındalık becerileri, Z. F. Temel (Ed.), Dil ve Erken Okuryazarlık, Hedef Yayıncılık. Vanbecelaere, S., Van den Berghe, K., Cornillie, F., Sasanguie, D., Reynvoet, B., Depaepe, F. (2020). The effects of two digital educational games on cognitive and non-cognitive math and reading outcomes. Computers Education, 143, 103650.
  • Vegliante, R., Marzano, A., Miranda, S., Montefusco, C. (2022). How to promote learnıng readıng through phono-syllabıc exercıses: the ımplementatıon of a dıstance learnıng program. In EDULEARN22 Proceedings (pp. 1765-1771). IATED. Whitehead, M. R. (2007). Developing language and literacy with young children. Paul Chapman Educational Publishing.
  • Wiske, M. S. (2006). Teaching for meaningful learning with new Technologies (26-44). Ashburn, E. A., ve Floden, R. E. (Eds.), Meaningful learning using technology: What educators need to know and do. Teachers College Press.
  • Yalçıntaş Sezgin, E., Ulus, L. Aksoy, B. A. (2019) Okul öncesi eğitim öğretmenlerinin erken okur yazarlıkla ilgili sınıf içi uygulamalarının incelenmesi, Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 19(3), 1128-1146.
  • Yazıcı, E. (2017). Erken okuryazarlık ve bilgi, iletişim teknolojileri. Dil ve Erken Okuryazarlık, (Ed.) Z. F. Temel. Hedef Yayıncılık.
  • Yelland, N. (2011). Reconceptualising play and learning in the lives of young children. Australasian Journal of Early Childhood 36 (2): 4–12.
  • Yound, W. E. M. (2013). Nurturing early learners a curriculum for kindergartens in singapore 5 Volume. Singapore: Ministry of Education Republic of Singapore.
  • Zaranis, N., Alexandraki, F. (2018). Comparing the Effectiveness of Using Tablet Computer for Teaching Division to Kindergarten Students (pp. 280-295). Tsitouridou M., A. ve Diniz J., Mikropoulos T. (Eds.). Technology and Innovation in Learning, Teaching and Education. TECH-EDU 2018. Communications in Computer and Information Science, 993. Springer.
  • Zinger, D., Tate, T., Warschauer, M. (2017). Learning and teaching with technology: Technological pedagogy and teacher practice. The SAGE handbook of research on teacher education, 1, 2
Toplam 52 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Mehmet Göle 0000-0003-2826-1790

Fulya Temel 0000-0002-5375-3503

Yayımlanma Tarihi 13 Mayıs 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 24 Sayı: 1

Kaynak Göster

APA Göle, M., & Temel, F. (2023). Dijital Oyun Tabanlı Sesbilgisel Farkındalık Eğitim Programının 60-72 Aylık Çocukların Ses Bilgisel Farkındalık Becerilerine Etkisi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 24(1), 268-290. https://doi.org/10.17679/inuefd.1215600
AMA Göle M, Temel F. Dijital Oyun Tabanlı Sesbilgisel Farkındalık Eğitim Programının 60-72 Aylık Çocukların Ses Bilgisel Farkındalık Becerilerine Etkisi. INUEFD. Mayıs 2023;24(1):268-290. doi:10.17679/inuefd.1215600
Chicago Göle, Mehmet, ve Fulya Temel. “Dijital Oyun Tabanlı Sesbilgisel Farkındalık Eğitim Programının 60-72 Aylık Çocukların Ses Bilgisel Farkındalık Becerilerine Etkisi”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 24, sy. 1 (Mayıs 2023): 268-90. https://doi.org/10.17679/inuefd.1215600.
EndNote Göle M, Temel F (01 Mayıs 2023) Dijital Oyun Tabanlı Sesbilgisel Farkındalık Eğitim Programının 60-72 Aylık Çocukların Ses Bilgisel Farkındalık Becerilerine Etkisi. İnönü Üniversitesi Eğitim Fakültesi Dergisi 24 1 268–290.
IEEE M. Göle ve F. Temel, “Dijital Oyun Tabanlı Sesbilgisel Farkındalık Eğitim Programının 60-72 Aylık Çocukların Ses Bilgisel Farkındalık Becerilerine Etkisi”, INUEFD, c. 24, sy. 1, ss. 268–290, 2023, doi: 10.17679/inuefd.1215600.
ISNAD Göle, Mehmet - Temel, Fulya. “Dijital Oyun Tabanlı Sesbilgisel Farkındalık Eğitim Programının 60-72 Aylık Çocukların Ses Bilgisel Farkındalık Becerilerine Etkisi”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 24/1 (Mayıs 2023), 268-290. https://doi.org/10.17679/inuefd.1215600.
JAMA Göle M, Temel F. Dijital Oyun Tabanlı Sesbilgisel Farkındalık Eğitim Programının 60-72 Aylık Çocukların Ses Bilgisel Farkındalık Becerilerine Etkisi. INUEFD. 2023;24:268–290.
MLA Göle, Mehmet ve Fulya Temel. “Dijital Oyun Tabanlı Sesbilgisel Farkındalık Eğitim Programının 60-72 Aylık Çocukların Ses Bilgisel Farkındalık Becerilerine Etkisi”. İnönü Üniversitesi Eğitim Fakültesi Dergisi, c. 24, sy. 1, 2023, ss. 268-90, doi:10.17679/inuefd.1215600.
Vancouver Göle M, Temel F. Dijital Oyun Tabanlı Sesbilgisel Farkındalık Eğitim Programının 60-72 Aylık Çocukların Ses Bilgisel Farkındalık Becerilerine Etkisi. INUEFD. 2023;24(1):268-90.

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