Development of caricature skills in secondary Turkish lessons: An action research

In this research, it was aimed to develop a model for associating 6th grade Turkish lessons with caricature literacy education. Action research design was used in the research. Throughout the research, data were collected through scales, activity papers, student diaries, semi-structured interview form, researcher diary and observation form developed by the researcher. In the research, a study group of 21 students was formed from the sixth grade students of a secondary school in the city center of Afyonkarahisar. Prior to the application studies identified in the literature and related curriculums were examined in order to create a caricature literacy module. As a result of the content analysis of these studies and curriculums, caricature literacy module was created, in which the findings of the 151 acquisitions associated with caricature literacy education are divided into two categories as "reading caricature messages" and "creating caricatures". The implementation process of the created caricature literacy module took 11 weeks (22 sessions). After measuring the level of students ' caricature literacy skills and their attitude to the Turkish lesson, the application phase was started. While sometimes using induction, deduction and analogy from reasoning methods to gain caricature literacy skills, mainly direct teaching of skills has been adopted. The application process was carried out in six stages: presentation, modeling, guided application, feedback and correction, independent application and evaluation. In the process, the activities in the student workbook prepared in line with the model developed by the researcher were used. The arithmetic averages and standard deviations of the scores obtained by the students in the study group as a result of the pre-test, post-test and retention test were calculated, and in-group comparisons were made depending on the research questions. "T-test (paired sample test) was used in intra-group comparisons. Activity papers, student diaries, semi-structured interview form, researcher diary and observation forms were analyzed with the qualitative data analysis program named Maxqda ©. Between the pretest and posttest scores of the achievement test developed for the skill of reading caicature messages 21,81; a difference of 1.82 points between posttest and retention test; Between the pretest and posttest scores of the rubric developed for the skill of creating caricatures 22,29; A difference of 0.38 points was found between the posttest and retention test. According to these results, it is possible to say that the practice carried out contributed to the caricature literacy of students. Caricature literacy supported lessons had a positive effect on students' attitudes towards Turkish lesson and ensured that students had a more positive attitude towards Turkish lessons. The activities carried out on the axis of caricature literacy add a new extent to basic language skills, enable the transition of Turkish lessons from alphabet-based single literacy to new literacy based on 21st century skills, enrich the lessons with visual literacy skills, contribute to the creative and critical thinking skills of students, It has been understood that it facilitates the transition to the text, gives the opportunity to compare, exhibit a critical approach, analyze and synthesize, develop the skills of producing products, and increase the motivation of the students. It was understood that caricature-supported Turkish lessons will positively affect the solution of skill-based questions and achievements of LGS, and students with visual-spatial intelligence can be supported through caricatures. Caricature can be used in the transfer of knowledge and skills in other lessons other than Turkish lesson, caricature can be used as an important and effective lesson material because it facilitates remembering and supports permanent learning, caricatures can be used in activities and practices within the scope of values education and certain days and weeks, caricature is an abstract subject that is difficult to understand and It has been observed that the caricature in which the concepts materialized feeds the students' sense of achievement, the students who are pacified in the classroom environment, the students who are excluded by their friends have the opportunity to express themselves through caricatures, and the humor and fun in the caricature contributes to the motivation of the students. As a result, it can be said that the applications made in the research process contributed to the development of students' caricature literacy skills.